Qualitative Indicators of Hispanic Student Transfer

Rendón, Laura I.; Valadez, James R.

doi:10.1177/009155219302000404

Cited by 43 publications

(34 citation statements)

References 5 publications

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“…Ken Carpenter (1991) points out that nearly 75-90 percent of international students who enroll in community colleges intend to transfer. Furthermore, several studies indicate that ethnic minority and international students have particular needs that must be addressed-such as the bridging of language and cultural barriers, academic preparation, and financial aid (Fredrickson, 1998;Rendón and Valadez, 1993). Rendón and Nora (1998) report that Hispanic students typically have very low persistence and retention rates and tend toward poor academic performance in the nation's schools and colleges.…”

Section: Characteristics Of Transfer Studentsmentioning

confidence: 99%

Making the transition to the senior institution

Eggleston

Laanan

2001

New Drctns Community Coll

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This chapter reviews the current literature on support programs tailored to assist the community college transfer student at the four-year institution. The authors discuss useful strategies that may assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Support programs, academic performance, and the persistence of transfer students are discussed. Making the Transition to the Senior Institution Latrice E. Eggleston, Frankie Santos LaananAbundant research has been conducted regarding community college transfer students in conjunction with their academic performance, baccalaureate attainment, and persistence at the four-year college level. A large portion of this research has focused on the transfer shock phenomenon, in which transfer students experience a dip in their grade point average during their first or second semester at the four-year institution (Knoell and Medsker, 1965;Cejda and Kaylor, 1997). However, a limited amount of research has been done to study the transfer student' s adjustment process, once he or she has reached the senior institution.Support programs have proven to be an essential element in the success of native students in their academic performance and baccalaureate degree attainment, and such successes are often used as a recruitment tool for various colleges and universities. Support programs tailored toward community college transfer students would have the same effect. A review of the current literature on support programs tailored to assist community college transfer students and literature that deals with the retention, academic performance, and persistence of transfer students provides information to assist administrators and faculty members at four-year colleges and universities in addressing the needs of transfer students through support programs. Understanding the elements that hinder or enhance academic performance, persistence, and graduation rates among transfer students can advance the knowledge currently available regarding the performance and success of community college transfer students at senior institutions.At least one out of five community college students transfer. Transfer rates vary between 22 and 25 percent nationally among community colleges NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 114, Summer 2001

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Section: Characteristics Of Transfer Studentsmentioning

confidence: 99%

Making the transition to the senior institution

Eggleston

Laanan

2001

New Drctns Community Coll

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“…According to Rendon and Valadez (1993), when faculty do not strive to develop cultural understanding of their students, it may be hard for students to see value in continuing their education.…”

Section: The Benefits Of Diversity To Student Learningmentioning

confidence: 99%

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Bunk¹

2000

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Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors. iii Acknowledgements

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“…In fact, research suggests that only 2% of African American community college students successfully transfer to earn a Baccalaureate degree (Bailey et al, 2005; NCES, 2002;Zamani, 2001). While limited financial resources, inadequate academic preparation, and feelings of cultural alienation can hinder minority community college transfer and degree completion (Green, 2001;Eggleston & Laanan, 2001;Rendón & Nora, 1994;Rendón & Valadez, 1993;Zamani, 2001), one has to also wonder what role, if any, undermatching may be playing in the lives of these students. …”

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confidence: 99%

Community College Choice and the Role of Undermatching in the Lives of African Americans

Lowry

2016

Community College Journal of Research and Practice

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This study explored why academically qualified African American students, those eligible to attend four-year institutions, choose to attend community colleges and are, thereby, undermatched. This qualitative study investigated how these students navigated the college choice process, what influenced their decision to attend a community college, what their experience at a community college was like, and their aspirations to obtain a baccalaureate degree. Purposeful sampling was used to gather a sample of 19 African American students attending community college in Dallas, Texas. The sample included 14 females and five males.Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. The conceptual frameworks for this study included Kassie Freeman's predetermination model that includes cultural considerations in college choice and the Somers et al. model that addresses factors that increase the likelihood of a student choosing to attend a community college. This integrated framework captures the role that family and culture play in African American community college choice.Findings suggest that the community college choice influences for academically eligible African American students vary from traditional college choice models. Whereas factors such as cost, location, and the role of peers played somewhat of a role in their choice, participants were also heavily influenced by sports, self-perceptions of maturity, and the perceptions of their families. Another key finding was that the effects of undermatching vary. All of the participants in this study felt that attending a community college fostered transfer preparedness, supported personal development, and promoted their academic success. However, some of the participants also felt that attending a community college hindered their sense of autonomy and limited their social engagement. This variation leads to the conclusion that undermatching effects vary and are dependent upon a variety of contextual factors. Policy and practice recommendations are provided for parents, teachers, counselors, and higher education professionals.Copyright 2014 by Kimberly M. Lowry ii ACKNOWLEDGEMENTS First I would like to thank God for the opportunity he has given me to pursue this degree not only for myself but for my family, friends and my community. I am grateful for his unconditional love, grace and faithfulness and know that it is through him that I have accomplished things I could have only dreamed of. Next I would like to thank my entire dissertation committee for providing me with guidance and support. Specifically, I would like to thank Dr. Amy Fann for her leadership and dedication to aspiring scholars, like myself, and to higher education as a whole. Dr. Fann you are truly amazing and thank you again for everything.I would also like to thank and acknowledge my parents and grandparents for every prayer they made on behalf of me and my future. It is because of them that I am who I am today and for that I am truly thankful. My other supp...

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Qualitative Indicators of Hispanic Student Transfer

Cited by 43 publications

References 5 publications

Making the transition to the senior institution

Making the transition to the senior institution

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Community College Choice and the Role of Undermatching in the Lives of African Americans

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